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• W70345894 abstract "In my undergraduate group studies course on Critical School Issues, a student, Jonas, who had been a high school student, and is presently a assistant or para in a large urban high school, approached me and asked me if we would have to write a paper for the course. I responded that in the previous course I taught the class this way, and that I intended to ask the rest of the class what they thought. After I spoke, Jonas put his face down. I noticed in the following class, Jonas was absent, and the class had decided to write a paragraph and share their comments of the assigned article with each other after they read each other's paragraphs. In the first class, the other students already took notice as to how Jonas talks; slowly articulating his words, often with long pauses between words, delays in making meaning or so it appeared. The other students looked--no glared at Jonas--then looked at me in a moment that clearly spelled out: Jonas was slow or different and, perhaps, he did not belong in our class. I said to myself, now is the time for all of us to get to know how we all can accept and engage with Jonas and, hopefully, Jonas can beat back that moment of stares and engage with us. This was an exceptional moment, reserved only for exceptional students and teachers, I later thought. In recent times, there has been a much needed call (Doby & Dimitriadis, 2004; McCarthy & Apple, 1988; Muggleston & Weinzerl, 2003) for wider perspectives on sub-group activity within youth cultures and their existence within larger, more adult, corporate, and institutional cultures that filter and permeate school communication and relationships. This call cannot be met without examining the cultures of exceptional students, a newly organized and institutional category that seeks to integrate all students together, including students who had been previously separated from the of school life in education tracks, separated from their or mainstream peers in high school and secondary classrooms by their name special or disabled, learning and emotionally disturbed. Presently, I am developing an online Exceptionalities course, mandated by the state for a new graduate teaching (MAT) program for a state university college. The course requires that teacher candidates learn teaching or instructional strategies for inclusive classrooms, combining and regular students together, while attending to their individualized learning styles and identities. In this article, I will discuss the cultures of exceptional adolescent and teenage students within three dimensions: resistance to inclusive classroom, post-structural qualitative research on language as a discourse system or formation, and finally, how the method or strategy of having students and teachers trans-identify. Trans-identifying or seeing how those links between institutional structures of authority and labels are connected to various identity and discursive formations associated with interactive, linguistic, and cultural sub-group activities of youth culture social formations. When students articulate expressions of and resistance to the dominant powers relations of both school and society, they may begin to see or read those power relations as not merely the simple power relations of class, gender, ethnicity, sexuality, and race as reflected in schools; but, further, see how these relations are linked together in language structures that layer or imbricate the macro institutions of society to the micro sub-groups and youth cultures of the school and classroom. Adolescent and teenage resistance has been written extensively from a variety of research perspectives in the last three decades. The ethnographic work of the Center for Contemporary Cultural Studies (CCCS) and, more specifically, Paul Willis' study on Learning to Labor (1977), reveal how working class students in East London, England, resist middle class students and the overly academic school curriculum. …" @default.
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• W70345894 date "2005-09-22" @default.
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• W70345894 title "Exceptional Youth Cultures: A Framework for Instructional Strategies of Inclusive Classrooms" @default.
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